Investigating Students' Use of Online Formative Self-Assessments in Higher Education Using Learning Analytics

• In Event: Instructional Technology and Assessing Learning and Performance

Abstract

In higher education formative self-assessments are increasingly facilitated through digital learning environments. Learning analytics methods allow to analyze students’ interactions with such digital learning resources. However, research linking self-assessment and learning analytics is scarce. Hence, this study uses trace data from one semester to investigate students’ engagement with self-assessments, its relation with digital learning behavior and final exam performance. Findings indicate students do not allocate the usage of self-assessments over the entire semester. Furthermore, two clusters of students engaging differently with the self-assessment were found that showed different digital learning behavior and different performance in the final exam. Future research may investigate adaptive support toward the use of self-assessments for facilitating learning processes and performance.

Authors

• Clara Schumacher, Humboldt University - Berlin

• Jakub Kuzilek, Humboldt University - Berlin

• Dirk Ifenthaler, University of Mannheim